Effects of Effort Attributional Feedback on Children's Perceived Self-Efficacy and Achievement

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dale H. Schunk, Dean (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: This experiment tested the hypothesis that effort attributional feedback concerning past accomplishments promotes percepts of self-efficacy and mathematical achievement. Children who lacked subtraction skills received didactic training in subtraction operations with effort attributional feedback concerning past achievement, with feedback concerning future achievement, or with no feedback. Results showed that attributional feedback for past achievement led to more rapid progress in mastering subtraction operations, greater skill development, and higher percepts of self-efficacy. Results of a multiple regression analysis showed that percepts of efficacy and training progress each accounted for a significant increment in the explained portion of variability in posttest skill. This study helps to clarify the role of effort attributional feedback in achievement contexts.

Additional Information

Journal of Educational Psychology, 74, 548-556.
Language: English
Date: 1982
Feedback, Effort and ability attribution, Mathematical instruction, Academic achievement, Motivation in education

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